Everybody up 5 teacher book 2nd edition

Everybody Up 2e 65Teachers Book Free download as PDF File (.pdf), Text File (.txt) or read online for free.Everybody Up 2e 6 Teachers Book Free download as PDF File (.pdf), Text File (.txt) or read online for free.Everybody Up 2e 6 Teachers Book Free download as PDF File (.pdf), Text File (.txt) or read online for free.

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1X 2ndEditionTeacher’s BookTable of Contents5 2ndEditionTeacher’s BookKathleen KampaCharles VilinaSyllabus 2Introduction 6Components 10Lesson Guide 12Teaching Techniques 24

Games and Activities 28

Lesson Plans 32

YLE Practice Answer Key and Instruction 114

Video Scripts 116

Poster Information 119

Workbook Answer Key 120

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Syllabus

Unit 1 Vacation

Lesson 1Lesson 2Lesson 3 Lesson 4

Activities:

act in a playlearn how to diveride a roller coasterread a lot of bookswin a competitionsleep late

• Simple past statements with

when

He acted in a play when he was on vacation.

• Simple past questions with

when

What did she do when she was on vacation? She acted in a play.

Feelings: relaxednervousconfidentshywide-awakesleepy

• Simple past tense statements

with but

I felt relaxed, but he felt nervous.

• Simple past tense questions

with how

How did you feel when you rode the roller coaster?I felt relaxed, but she felt nervous.

Reading: The Surfing Lesson

• Trying new things

Come on! Let’s learn how to surf

No, thanks I’d rather play video games.

OK.

Come on! Let’s learn how to surf.

Sounds fun I’m tired of playing video games.Great!

Travel and Trade:

silkgoodsdifficultrulerreturnbecome famous

• Simple past tense questions

with what

What did Marco Polo do when he was 17?

He traveled on the Silk Road.

VideoPoster

Unit 2 Camping

In the Woods:

study insectsidentify trees

pick wild strawberriesfind animal tracksexplore a cavecollect leaves

• Questions in past continuous tense, with answers in simple past tense

What was she doing in the morning/afternoon? She was studying insects.

• Questions and answers in past continuous

Was he studying insects in the morning/afternoon?Yes, he was./No, he wasn’t He was identifying trees.

Making Camp:

set up the tentbuild a campfireroast fishtell stories

put out the campfirelook at the stars

• Past continuous statements with simple past tense statements

She was setting up the tent when I arrived at the campsite.

When I arrived at the campsite, she was setting up the tent.

• Past continuous questions and answers

What were you doing when you saw the deer?

I was setting up the tent.

Reading: The Cave

• Asking for help with directions

Which way is the campsite?It’s that way.

Thanks a lot!

Which way is the campsite?Sorry, I don’t know.Thanks, anyway.Plants: oxygenseedsizerootundergroundstem

• Questions with these/those

Which parts of the plant are these?

Those are the seeds.

• Questions with do

What do they do?

They grow and become new plants.

VideoPoster

Be brave.

Be helpful.• Review of Level 4

• Talking about continents and cardinal directions• Practicing classroom language

Welcome

Africa is east of South America.

Classroom Language

How do you say this in English?Could you say that again, please?May I go to the restroom?May I get a drink of water?

✔Check Up 1 Units 1 and 2 Skills How Scouting Started Project Brochure

SocialStudies

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Syllabus

Unit 3 Class Party

Planning a Party:

order pizzasbake cupcakesbring fruit juicechoose the musicmake decorationsbuy balloons

• Simple future tense with will

for intention

I’ll order pizzas for the party We’ll order pizzas for the party.

• Simple future tense with will

for prediction

What will he do?He’ll order the pizzas.

Starting a Party:

pour the juiceserve the pizzasset up the musicblow up the balloonsput up the decorationsput out the cupcakes• Simple future tense

questions with will

Will she pour the juice?Yes, she will.

No, she won’t.

• Simple future tense

questions with who

Who will pour the juice?They will.

Reading: It’s Not Safe

• Talking about planning a party

• Talking about traffic safety

We’re out of juice Could you get some more?

Sure, no problem.Thanks.

We’re out of juice Could you get some more?

I can’t right now I’m busy.That’s OK.

Let’s walk across the highway We’ll get there faster.

It’s not safe.

Celebrations:celebrateseasontraditiondeliciouschildsamba parade• Simple future tense

questions with will

What will people in Japan do in the spring?

They’ll celebrate Children’s Day.

VideoPoster

Unit 4 The Amazon Rain Forest

Comparisons:

colorful macawplain egretdangerous jaguarfriendly river dolphinenergetic spider monkeycalm sloth

• Comparatives with long and short adjectives

The macaw is more colorful that the egret.

• Questions with comparatives

Is the macaw more colorful than the egret?

Yes, it is / No, it isn’t.

Comparisons: easy puzzledifficult puzzlecomfortable sandalsuncomfortable sandalscheap braceletexpensive bracelet • Superlatives with long and

short adjectives

This puzzle is the easiest one here.

These sandals are the most comfortable ones here.

• Questions with superlatives

and which

Which puzzle is the easiest?This puzzle.

Which sandals are the most comfortable?

These sandals.

Reading: A New Snowboard

• Comparing and describing things

I want that one.

How about this one instead? It’s cheaper.

I want that one.Good choice!Biomes:natural communityfreshwaterdesertforestgrasslandtundra

• Questions with superlatives

and which

Which biome is the biggest?The ocean.

VideoPoster

Be Safe.

Be patient.

✔Check Up 2 Units 3 and 4 Skills The Rain Forests Project Postcard

SocialStudies

Science

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Unit 5Busy Students

Activities: wash my hairtake a showerfloss my teethcheck my calendarpack my schoolbagiron my clothes• Adverbs of frequency

I always wash my hair before I go to bed.

• Questions with do and

adverbs of frequency

Do you wash your hair before you go to bed?Yes, I always do / No, I rarely do.Adverbs: slowlyquicklycarefullycarelesslyquietlyloudly

• Questions with how and

adverbs of manner

How is she walking?She’s walking slowly.

• Questions with is and

adverbs of manner

Is he walking slowly or quickly?

He’s walking slowly.

Reading: The Recital

• Talking about meeting commitments

• Getting better at something through practice

Are you ready for your recital?

No, I’m not I still need to practice.

Are you ready for your recital?

Yes, I think so I practiced all week.Your Health:successfulexercisepossiblebalanced mealhabitearly

• Questions with how and

adverbs of frequency

How often do you go for a walk?

I go for a walk twice a week.

VideoPoster

Unit 6 Making Things

Quantities:

a cup of floura half cup of watera quarter cup of salta tablespoon of cooking oila teaspoon of baking sodaa drop of food coloring

• Questions with how, and

count and non-count nouns

How much flour does he need?

He needs a cup of four.

• Questions with do, and count

and non-count nouns

Does she have enough flour?Yes, she does / No, she doesn’t.Supplies: apronstoothpickspaper clipscardboardmasking tapemodeling clay

• Questions with how many/

how much and count and

non-count nouns

How much cardboard do we have?

We have six sheets of cardboard.

How many aprons do they have?

They have a few/a lot of aprons.

How much cardboard do they have?

They have a little/a lot of cardboard.

Reading: Where’s the Parthenon?

• Forgetting and remembering where you put things

Did we bring the map? I don’t remember.I remember It’s under the seat.

Did we bring the map?I’m not sure.

Never mind, I found it.

The Pyramids:takefarmerartisanmovepullsite

• Questions with how many

and count and non-count nouns

How many people did it take to build the Great Pyramid of Giza?

It took around thirty thousand people.

VideoPoster

Be responsible.

Be prepared.

✔Check Up 3 Units 5 and 6 Skills Rules for Running Project Poster

Health

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Unit 7 World Travel

Countries: IndiaItalyKenyaNew Zealandthe UKPeru

• Present perfect statements

with been

I’ve been to India I’ve never been to Italy.

• Present perfect questions

with been

Have you ever been to India?Yes, I have./No, I haven’t.Has she ever been to India? Yes, she has./No, she hasn’t.

Experiences:

go raftingride a camelclimb a mountainhike in a rain forestsee the pyramidsgo scuba diving

• Present perfect with irregular verbs

He has gone rafting, but he hasn’t ridden a camel.He has gone rafting, but he hasn’t ridden a camel.

Has he gone rafting before?Yes, she has./No, she hasn’t.

Reading: A New Friend

• Making new friends• Sharing interests

Do you like skateboarding?I’m not very good at it.Could you show me how?Sure!

Do you like skateboarding?Yes, I do.

Cool! Let’s go skateboarding after school.Explorers:highreachBritishleavegratefullead• Past tenseWhat happened in 1924?George Mallory and Andrew Irvine tried to reach the top of Mount Everest.

VideoPoster

Unit 8 Computers

Using Computers:

turn on the computerturn off the computerturn up the volumeturn down the volumelog in to the websitelog out of the website• Present perfect statements

with just and yet

I’ve just turned on the computer.

I haven’t turned on the computer yet.

with yet

Has he turned on the computer yet?

Yes, he has./No, he hasn’t.

Using Computers:

upload the photosprint the photosdownload the musicplay the musicwrite the emailsend the email

• Present perfect statements

She’s already uploaded the photos, but she hasn’t printed them yet.He’s already written the email, but he hasn’t sent it yet.

Has she uploaded the photos yet?

Yes, she’s uploaded them.No, she hasn’t uploaded them.

Reading: Just a Minute

• Sharing the family computer

Are you almost done with the computer?

Just a minute, I haven’t finished downloading these songs yet.

OK Let me know when you’re done.

Are you almost done with the computer?

Yes, I just finished Go ahead and use it

Thanks!Energy:energysourcewind turbineelectricitydamsolar panel

• Present perfect questions and answers

What have scientists designed to use wind energy?

Scientists have designed wind turbines that use strong winds to make energy.

VideoPoster

Be friendly.

Be fair.

✔Check Up 4 Units 7 and 8 Skills An Interview with Cliff Jackson Project Presentation

SocialStudies

Science

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Introduction

Course Description

Everybody Up is a seven-level course for children

learning English for the first time It offers a clear, steady grammar progression featuring language that students can immediately use in their daily lives.

With materials that are easy to understand for both teachers and students along with lesson plans offering

detailed support, Everybody Up is suitable for teachers

of all levels of teaching experience The syllabus is carefully structured and paced, combining step-by-step presentation with plenty of opportunity for practice.The course is full of colorful photographs, illustrations,

and videos that will help your students connect what they learn to the world outside the classroom Students will meet real children in every lesson—the Everybody Up Friends—who will guide and encourage students to use English, both in and out of the classroom Your students will identify with Danny, Emma, Julie, and Mike; characters who appear in every unit and who grow up through the series, learning from the everyday situations that all children experience Catchy, entertaining songs and chants, written and performed by award-winning musicians, will appeal to all students,

making learning with Everybody Up fun and memorable.

This second edition of the series has many new or updated features, including,

• Videos• Posters• Projects

• Expanded Check Up reviews and student

self-assessment

• Online practice• Assessment

• More Young Learners Exam practice• Student, teacher, and parent websites

A new Teacher’s Resource Center CD-ROM has printable versions of materials previously found in the back of the Teacher’s Book, expanded to include more support material than ever before.

Course Philosophy

Everybody Up aims to develop students’ speaking,

listening, reading, and writing skills through activities that build students’ independence and confidence,

leading them to really use English To achieve this goal, the series draws from a variety of methods and techniques used in teaching English to children.

Present, practice, produce, and personalize: This

pattern supports the way that children naturally learn: first receptively and then productively In each lesson, students listen to the new language, then engage in controlled practice, and then actively produce the language Personalization is an essential final step in the process, giving students a chance to fully integrate newly learned material by making it relevant to their own lives.

Linked Language Learning emphasizes the value of

helping students connect new language to what they have already learned and to their own experiences Linking and recycling language in this way helps

students to learn and retain English more effectively and to use English to talk meaningfully about themselves and their everyday lives.

21st Century Skills: Advances in communication

and technology are part of students’ daily lives Our increasingly interconnected world requires today’s young students to develop strong skills in critical thinking, global communication, collaboration, and creativity Practice and development of these skills are found throughout the course with specific focus on them at the

end of each lesson

Content and Language Integrated Learning (CLIL)

uses a cross-curricular approach to allow students to link what they learn in their English classes to other school subjects such as math, science, art, social studies, and health Through a School Subject Connection, the last lesson of every unit builds on the grammar and vocabulary of the preceding lessons to teach new real-world content that integrates English with students’ other school studies A documentary-style video and a poster depicting real-life situations are parts of this lesson that work to connect English to the world outside class.

The Communicative Approach emphasizes the value of

communication in English language learning Students use newly learned language to communicate with each other and to talk meaningfully about themselves, thus reinforcing their learning Opportunities for individual, pair, and group speaking activities occur in every lesson and the Teacher’s Book includes multiple suggestions for interactive games and activities to help students review, practice, and consolidate what they have learned To further enhance student communication, each lesson

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Introduction

ends with an Everybody Up Friend who demonstrates essential language from the lesson, offers helpful follow-up activities to teachers, and prepares students to take the language home with them to show their parents.

Values education allows teachers to bring the wider

world into the English classroom Funny, engaging stories featuring the characters Danny, Emma, Julie, and Mike and their respective families illustrate values such as “be polite” or “be kind.” In the stories, the characters grow and learn from everyday situations just as real children do.

Scaffolding refers to the support that teachers give

students to help them learn new material By giving a lot of support at the beginning, and then gradually removing that support, piece by piece, teachers can help students grow more and more comfortable producing language on their own.

Student Book Overview and Unit Structure

The Student Books consist of eight units Units have four two-page lessons that are designed for a 50-minute class but which can also fit longer or shorter classes After every two units, there is a Check Up unit review lesson Additionally, in Levels 1 to 6, there is a Bonus lesson and a Project The Bonus lesson in Levels 1 and 2 features phonics In Levels 3–6, the Bonus lesson features skills.Every unit contains these four lessons:

Lesson 1: This lesson introduces the unit topic

It presents six new vocabulary items, and then contextualizes them in a large illustrated scene It also presents the first two grammar points Exercises are carefully staged to introduce and practice the new language, and then lead students into actively producing what they have just learned.

Lesson 2: This lesson adds four new vocabulary items

and a grammar point related to the unit theme, and to Lesson 1 Language presentation and practice are followed by further practice in a song or chant The lesson culminates in a fun activity that allows for personalization or more open production and meaningful language use.

Lesson 3: The third lesson uses a story to introduce

chunks of functional, communicative language in a conversation, and to demonstrate a global value to help students become better citizens, both of their classrooms and their communities The story centers on the cast of continuing characters that students will come to know and identify with.

Lesson 4: In Levels 1 to 6, the final lesson in each unit

has a CLIL focus, opening with a video The lesson teaches four new vocabulary items and builds on the grammar of the previous lesson Each lesson has a cross-curricular connection to school subjects such as math, health, social studies, science, and art Critical thinking activities and graphic organizers help students practice age-appropriate academic skills Lessons end with a poster exercise using vocabulary and language in new, rich visual contexts.

In the Starter Level, this final lesson is a phonics lesson focusing on introducing the alphabet letters, their sounds, and vocabulary.

Check Up: After every two units, a two-page Check

Up lesson helps students consolidate the vocabulary, grammar, and conversational language they have learned When students have completed the activities in the lesson, they complete a self-assessment section, rating how well they’ve learned the material and identifying areas for further practice.

Introduction

Pair or

group workStudent Audio CDTest Audio TrackClass Audio CD

VideoPoster

School Subject Connection (CLIL)

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Bonus Lesson and Project: Every two units, after the

Check Up, there is a Bonus lesson and a Project In Levels 1 and 2, the Bonus lesson features phonics, which teachers can use to present and review the letters of the English alphabet and the sounds those letters make In Levels 3 to 6, the Bonus lesson features integrated skills with activities for reading, writing, listening, and speaking.

The Bonus lesson is followed by a Project These projects encourage students to collaborate, communicate, and be creative in real ways through creating posters, books, artwork, and other tangible items to present and share The projects require some basic materials and may also utilize photocopiable templates available on the Teacher’s Resource Center CD-ROM Each project includes a Home-School link that encourages students to share their work and language at home

Assessment

Everybody Up provides all the assessment resources you

need to help shape and improve your students’ learning This includes tests for establishing students’ language level, for evaluating their progress in the course, and

for preparing them for the Cambridge English: Young

Learners (YLE) tests.

The Teacher’s Resource Center CD-ROM contains the following tests, most of which are customizable Testing instructions, audio files, and answer keys are also provided.

Placement Test: This test is a quick tool to help you

determine the English Level of new students Placement

Test A matches the syllabus of Everybody Up Starter

Level to Level 3 Placement Test B matches the syllabus

of Everybody Up Levels 4 to 6 Online Young Learners

Placement Tests are available for purchase from OxfordEnglishTesting.com These tests are written by international young-learner assessment experts and

offer more detailed placement advice for Everybody Up,

including CEFR Levels.

Entry Test and Entry Review Worksheets: In Levels

1 to 6, each level has one grammar-focused Entry Test designed to help you measure your students’ levels as they begin the new book The Entry Test allows you – and your students – to assess their understanding of the key grammar points presented in the previous

level of Everybody Up Based on students’ strengths and

weaknesses, you can assign Entry Review Worksheets

to review, support, challenge, and further assess your students’ understanding of specific grammar topics

Achievement Tests: A unit test after each unit, a

midterm test after Unit 4, and a final test at the end of the level help you assess your students’ mastery of the vocabulary, grammar, and conversational language There are also speaking tests that provide a framework for assessing your students’ progress in this area In addition, every test contains questions and tasks similar to what your students will encounter in Young Learners examinations.

Further information on testing and evaluation can be found on the Teacher’s Resource Center CD-ROM.

Cambridge English: Young Learners (YLE) Tests

In many areas, students will take the Cambridge

English: Young Learners (YLE) tests To help prepare

for this, much of the content of Everybody Up, such as

vocabulary items and grammar structures, serves to prepare students for these tests.

Each Student Book features eight pages of exercises practicing listening, speaking, reading and writing as they are focused on in the YLE tests

Additionally, the Teacher’s Resource Center CD-ROM contains YLE practice tests These tests provide specific practice in the style of the actual examinations, enabling you to choose task types and create practice materials to prepare for these tests Even if your students aren’t preparing for these examinations, you can still use the tests to create extra practice, review tests, or worksheets, and to provide additional skills practice.

Further information on testing and evaluation can be found on the Teacher’s Resource Center CD-ROM.

Other Features in the Second Edition

The proliferation of technology in our lives makes visual literacy and communication more relevant than ever before Videos, posters, and illustrations are great support for language learners These reinforce meaning and provide rich context for language and

vocabulary The second edition of Everybody Up has new

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Reinforcing language and meaning with videos, posters, projects, and online content also gives your students more opportunity for engagement This, in turn, boosts their motivation An interesting video or poster can reinforce and expand on the content of the Student Book, but it also encourages students to use critical thinking Ultimately, students are encouraged to connect what they are learning with the experiences they have outside the classroom in their daily lives

Video

Lesson 4 of each unit features a lively video that expands the topic and cross-curricular connection in the lesson These documentary-style videos with real-world content give students a chance to experience how the language can be used in the larger world outside the classroom.Through a sequence of pre- and post-watching activities,

students use language they have learned in meaningful activities Repeated viewings of the videos are also a great way to reinforce pronunciation and intonation.

Posters

In Levels 1 to 6, the Everybody Up posters reinforce and

extend students’ knowledge of the vocabulary, language patterns, and concepts covered in the unit’s cross-curricular fourth lesson Posters provide an opportunity for your students to connect vocabulary to new visual contexts Posters also have a conversational feature that can be used for speaking and communication practice between classmates or in small groups.

The posters and videos share similar themes and vocabulary They work in tandem to engage students outside their books with opportunities for critical thinking, communication, and collaboration They also help support the CLIL lessons by bringing more real-world content into the classroom.

Projects

Projects are featured in the Student Books for Levels 1 to 6 after every two units Project work encourages students to collaborate, communicate, and be creative in

real ways with tangible results The projects in Everybody

Up are designed to be completed in one lesson and with

easy materials that are commonly available Students use the language they have learned in the unit in meaningful communication with their classmates, teachers, and families In addition to specific language tips, the project pages also have a feature for sharing the project

at home as part of a Home-School link Some projects have photocopiable templates that are available on the Teacher’s Resource Center CD-ROM.

Online Practice

Students can practice at home using Online Practice Activities are automatically graded A new trophy room in the second edition allows you, your students, and their parents to monitor progress and identify strengths and areas for improvement in different skills areas Another new feature allows you and your students to message anyone within your online practice class Online Practice also contains additional resources for

students and teachers The Media Center provides students and teachers with cross-curricular videos, animated song videos, and the Student Book audio program In the Resources section, students can access self-study materials and customizable word lists, song lyrics, and video scripts In addition to these resources, teachers have access to poster descriptions and

information, and an assessment package (also found on the Teacher’s Resource Center), which includes instructions, editable tests, test audio, lesson worksheets, and Cambridge YLE practice tests.

Online Play

Online Play gives students an opportunity for fun practice with a variety of games that appeal to different learning styles and interests With each game, students select a level of play before they start They also unlock new levels as they progress, motivating them to keep playing and practicing

In addition to games, Online Play has engaging

downloadable resources, videos, and songs that will help

students practice language from Everybody Up outside of

the classroom

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1

Patrick JacksonSusan Banman Sileci

22nd EditionStudent BookEU2e_SB_FC_v9.indd 212/4/15 3:06 PM1 Enhanced Online PracticeCheck Up with

NEWPatrick Jackson

Susan Banman Sileci

more review

22nd EditionWorkbookEU2e_WB_FC_OP_0-6.indd 212/4/15 5:47 PMEverybody Up2nd Edition23Count.Level 1, WelcomeFront of Card 31, 2, 3…Back of Card 3Components

Student Book / Student Book with Student Audio CD

• Eight units with four lessons per unit

• Check Ups and Bonus lessons after every two units

(Levels Starter–2: Phonics; Levels 3–6: Skills)

• Projects get students working together to activate

new language

• Includes Cambridge YLE practice

Student Audio CD

Included in the Student Book with Audio CD Pack

• Vocabulary, grammar, and songs

for students to review and practice at home

Workbook / Workbook with Online Practice

• Activities reinforce each lesson’s vocabulary and grammar• Activities are suitable for use in class or as homework• Picture dictionary for vocabulary and writing practice• Check Up pages support the Student

Book

Picture Cards (Levels Starter–4)

• Pictures on one side and vocabulary

words on the other

• Words are big enough for use in

large classrooms

• Useful for presenting new vocabulary,

for assessing student knowledge, and for playing games

Class Audio CDs

• Contains the complete audio

track for the Student Book

• Useful for modeling new language• Includes stories, songs, and chants

Online Play

• Fun and engaging reinforcement of learning points

at home for students

• Contains games, video, audio, and activities• www.oup.com/elt/student/everybodyup

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Components Unless noted, the components listed here are available for all levels

Teacher’s Book Pack

Teacher’s Book with Online Practice

• Course description and teaching methodology • Overview of games and activities

• Detailed lesson plans that support teachers of

all levels

• Extension activities and 21st century skills

instruction

Teacher’s Resource Center CD-ROM

• New Entry Test and Entry Review Worksheets• Customizable placement, unit,

midterm, and final tests

• Cambridge YLE practice tests• Test audio and answer keys• Photocopiable worksheets

(Starter Level: Values and

Phonics; Levels 1–6: Values and Cross-curricular)

• New photocopiable resources for projects

(Levels 1–6)DVD• Starter Level: eight animated stories bring universal values to life• Levels 1–6: eight documentary-style videos enhance and support the school subject connection

NEW

iTools

• Classroom presentation

software

• Teachers can project Student

Book and Workbook pages, show answer keys and additional resources, and play the videos and audio files

• Includes interactive activities and new

grammar animations with every lesson

Also included:

• Workbook answer key• Video scripts

(Levels 1–6)

• Picture Card list

(Levels Starter–4)

• Word list

Online Practice for Students and Teachers

Access codes included in the Workbook with Online Practice and the Teacher’s

Book Pack Visit www.eu2onlinepractice.com.• Interactive activities for every lesson• Automatic scoring and gradebook• New trophy room motivates students

• New email and discussion tools • Assessment, video, audio, and other

classroom resources

Poster Pack (Levels 1–6)

• Contains eight posters, one for each

cross-curricular lesson

• Posters initiate and support classroom

discussions around the school subject connection

NEW

Additional Online Resources

• For Teachers: https://elt.oup.com/teachers/everybodyup• For Parents: https://elt.oup.com/parent/everybodyup

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2

2Camping

Lesson 1 In the Woods

Listen, point, and say. 19

A

Listen and number Then talk about the picture. 20

B

1 study insects

4 find animal tracks

2 identify trees

5 explore a cave

3 pick wild strawberries

6 collect leavesMorningAfternoon13Unit 2124106009_EU_SB5.indb 1212/22/15 12:30 PM

wasn’t = was not

Listen, ask, and answer Then practice. 22

D

Look at B Point, ask, and answer

E

C1.2.3.4.5.6.study insectscollect leavespick wild strawberriesfind animal tracksidentify treesexplore a cave

Was she finding animal

tracks in the morning?No, she wasn’t She was collecting leaves.

What were you doing this morning? Talk with your partner.

Was hestudying insects in the morning?afternoon? No, Yes, hehe wasn’t was.He was identifying trees.

135

2

4

6

What was she doing in the morning?afternoon?She was studying insects.

study studying identify identifying pick picking

find finding explore exploring collect collecting

141513Lesson 14106009_EU_SB5.indb 1312/22/15 12:30 PMPresentation and structured practice of the new language with audio support.Students practice speaking by asking and answering questions about the big picture.Students listen

to the characters and find the new words in the big picture.

New words are clearly presented with audio support.

Student Book pages 12–13

Warm up

1 Greet the class Use previously learned language to elicit responses from individual students 2 Review any previously learned language that

will help prepare students for the current lesson Write words and phrases on the board and elicit student responses.

3 If a game or song is suggested, use it as additional warm up for Lesson 1.

A Listen, point, and say

See Teaching Vocabulary, Teacher’s Book page 24.

1 Introduce the new vocabulary words or phrases by writing them on the board Point to the board and say the vocabulary aloud until students can produce the new vocabulary on their own.

2 Link the language Combine previously learned grammar patterns with the new vocabulary Use word cards or classroom items to elicit responses from the students.

3 Play the Class CD track for this exercise Students listen, point, and say along with the CD.

4 Students practice saying the new words on their own, using their books.

B Listen and number Then talk about the picture.

See Using the Big Picture, Teacher’s Book page 24.

1 Direct students to the big picture and focus discussion on areas of the picture suggested in the lesson notes.

2 Play the Class CD track for this exercise Students listen, find the items in the picture, and number them

3 Students check their answers Invite students to talk about what else they see in the picture, using previously learned language.

Students personalize what they have learned with the help of their Everybody Up Friend.

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C Listen and say Then practice.

See Teaching Grammar, Teacher’s Book page 24.

1 Introduce the new grammar pattern.

2 If there is a tip box associated with the grammar, present that language to the students.

3 Direct students’ attention to the first grammar box in Lesson 1.

4 Play the Class CD track for this exercise Students listen and say along with the CD.

5 Students practice the pattern in pairs, using their books.

D Listen, ask, and answer Then practice.

3 Direct students’ attention to the second grammar box in Lesson 1.

4 Play the Class CD track for this exercise Students listen, ask, and answer along with the CD.

5 Students practice the pattern in pairs or individually, using their books.

E Look at B Point, ask,

and answer.

Student pairs look at the big picture in Activity B and practice the language pattern in the speech bubbles, using all the new vocabulary words.

Everybody Up 21st Century Skills

See Teaching 21st Century Skills, Teacher’s Book page 27.

Critical Thinking/Communication/Collaboration/or Creativity: Direct students’ attention to the

Everybody Up Friend Students answer the questions and use 21st century skills to do the task alone or with a classmate.

Games and Activities

• Use the suggested games and activities to further practice the new vocabulary and grammar patterns.Extra PracticeWorkbookStudent Audio CDiToolsOnline Practice

Lesson Guide Lesson 1

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Lesson 2 Making Camp

A

Listen and say Then practice. 24

B

1 set up the tent

4 tell stories

2 build a campfire

5 put out the campfire

3 roast fish

6 look at the stars

set setting roast roasting put putting

build building tell telling look looking

251436

She was setting up the tent when I arrived at the campsite.When I arrived at the campsite, she was setting up the tent.

16

17

14 Unit 2

4106009_EU_SB5.indb 1412/22/15 12:30 PM

Skills Reading & Writing

C

What were you doing when you saw the deer? I was setting up the tent.

1235

46

Listen and read Then answer the questions. 26

D

Add quotation marks Then rewrite.

Use quotation marks to show when someone is speaking

E

1 Hi Welcome to the campsite!2 I want to explore the cave, said Karen.3 How many leaves did you collect?

Look at B

What were they doing at night?

1 What was Jason doing at the campsite?2 When is the best time to see stars?3 What is Jason learning about the stars?“The best time to look is late at night, when

it’s clear and not cloudy,” said Jason When I was on vacation, I went to a camp where boys and girls look at the stars At the campsite, a boy named Jason was setting up his tent I asked him what he was learning about the stars.“I’m learning their names and how to read a star map,” said Jason “It’s a lot of fun.”“When is the best time to look at the stars?” I asked.Star Camp1815Lesson 24106009_EU_SB5.indb 1512/22/15 12:31 PMWarm up

1 Greet the class Use familiar language to elicit responses from students Then have students practice the language with each other.

2 Review the language from the previous lesson and elicit student responses.

3 If a game or activity is suggested, use it as additional warm up for Lesson 2, or elicit the

Everybody Up Expression from the previous

lesson Have students practice the expression with their classmates.

1 Introduce the new vocabulary Write the words or phrases on the board and help students understand them Continue until students can produce the words on their own.

2 Link the language Combine previously learned grammar patterns with the new vocabulary Point to the words on the board to elicit responses from the students.

3 If a game or activity is suggested, use it to further practice the new vocabulary.

5 Students practice the words on their own, using their books.

B Listen and say Then practice (or Listen, ask, and answer Then practice.)

3 Direct students’ attention to the first grammar box in Lesson 2.

5 Students practice the pattern on their own or with a partner, using their books.

6 If an activity is suggested, use it to further practice the grammar pattern.

Further exposure to the new language.

Using 21st century skills, students personalize what they have learned with the help of their Everybody Up Friend.Presentation and structured practice of the new language with audio support.

Fun personalization activities offer more speaking practice.New words are

clearly presented with audio support.

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C Listen, ask, and answer Then practice.

3 Direct students’ attention to the second grammar box in Lesson 2.

4 Play the Class CD track for this exercise Students listen, ask, and answer along with the CD.

5 Students practice the pattern in pairs or individually, using their books.

Skills Listening & Speaking

Listening- and speaking-focused activities are included in odd numbered units.

D Listen Then answer the questions.

See Teaching Skills, Teacher’s Book page 24.

1 Students read the questions.

2 Play the Class CD track for this exercise Students listen and circle the answers.

3 Play the CD again and have students check their answers.

4 Check answers together.

E Exercise varies.

Students work together, using the book to ask and answer Encourage students to use all the language in this lesson, as well as previously learned language See individual units.

Skills Reading & Writing

Reading- and writing-focused activities are included in even numbered units.

D Listen and read Then answer

the questions.

1 Students read the title, examine the picture, and say what they think the reading will be about.

2 Play the Class CD track for this exercise Students listen and read along with the recording.

3 Read the questions aloud to the students Students say and write the answers to the questions using the book.

1 Students complete the exercise using the writing rule presented in this activity.

2 Read each sentence aloud with the class as students complete the activity.

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Lesson 3 Reading

Talk about the story Then listen and read 27

A

Danny and Mike are studying insects when they find some animal tracks They follow the tracks to a cave Mike takes out his flashlight and looks inside.“Let’s explore it!” says Danny In the cave, they find more tracks They see brown spiders, green frogs, and black ants.

The boys walk for a long time They start to worry, but then Mike sees a way out.“Look, Danny!” says Mike “We should go back to the campsite.”The boys are hungry and tired They look around but can’t tell where they are.“I think we’re lost!” says Danny.

Then they hear something behind them.“Hi, Danny Hi, Mike,” says Emma “Where were you all day?”

“Emma! Julie!” the boys shout.“We got lost!” says Mike “Which way is the campsite?”

“It’s that way,” says Julie “We’ll go with you.”“Thanks a lot! Is it far?” asks Mike.“Not really,” says Emma “Look over there!”Emma points to some trees Mike and Danny look The campsite is right in front of them!

The CaveBe helpful.ValueValue16 Unit 24106009_EU_SB5.indb 1612/22/15 12:31 PM

Who said it? Read and circle.

B

Sing. 28

C

It’s that way.

Sorry, I don’t know.Which way is the campsite?Thanks, anyway.Thanks a lot!1 “Which way is the campsite?”

a Mikeb Juliec Emma2 “Let’s explore it!”

a Emmab Dannyc Julie

3 “We’ll go with you.”a Julieb Mikec Danny4 “Is it far?”a Dannyb Emmac Mike

Listen and say Then act. 29

D

Which way is the coffee shop? It’s that way.Thanks a lot!Which way is Mexico? Sorry, I don’t know.

Which way is the city zoo?It’s over there We’ll go with you.Thank you! Thank you! Thank you! Thanks a lot!

Which Way Is the Coffee Shop?

Look at A How do

the boys feel when they get lost?

19

17

Lesson 3

4106009_EU_SB5.indb 1712/22/15 12:31 PM

Warm up

1 Greet the class Then use familiar language to elicit responses from students.

2 Review any previously learned language that will help prepare students for the Lesson 3 story.3 If a song, game, or activity is suggested, use it

as additional warm up for Lesson 3, or elicit

the Everybody Up Expression from the previous

lesson Students practice the expression with their classmates.

A Talk about the story Then listen and read.

See Teaching Stories, Teacher’s Book page 25.

1 Students look at the pictures and talk about what they see.

2 Introduce the new words from the reading Write each word on the board and have students work in groups or pairs to guess the meaning using context clues.

3 Play the Class CD track for this exercise Students listen and read along with the CD.

4 Read the story aloud with the students Then direct students’ attention to the value and play the track again Students listen and read along.

5 Exercise varies See individual units

B Exercise varies.

1 Explain that students will read the sentences and circle the correct answer

2 Read each sentence aloud with the class Students can answer orally and then circle the answers in their books, or they can do the activity on their own, using Activity A as a reference.

3 Check the answers together.

C Sing.

See Teaching Songs, Teacher’s Book page 25.

1 Read the song lyrics with the students.

2 Play the Class CD track for the song Students listen and sing along with the CD.

Circling activity builds reading comprehension.Fun songs practice the new language and reinforce natural pronunciation and intonation.

Role plays in different contexts help students practice the conversation.Using 21st century skills, students personalize what they have learned with the help of their Everybody Up Friend.The story highlights a universal value.Stories about the characters build students’ reading skills and present useful conversational language.

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3 Students sing the song again, using gestures or facial expressions as appropriate.

D Listen and say Then act.

See Teaching Conversations, Teacher’s Book page 25.

2 Students rehearse and act out the conversations, using gestures and facial expressions related to the situations.

• Use the suggested games and activities to further review the story.

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Lesson 4 Plants

Listen and read. 31

C

B

Watch the video

A 1 oxygen 4 root 2 seed 5 underground 3 size 6 stem

The Parts of a Plant

Plants give us food, clothing, and oxygen There are over 250,000 kinds of plants in the world

Many plants have six parts Each part has a job to do.

Seeds

Seeds come in many shapes and sizes When seeds are in the earth, they grow and become new plants.

Roots

The roots of a plant usually grow underground They take in food and water for the plant

Stem

The stem grows up from the roots and helps the plant to stand It stores food and brings water to other parts of the plant.

Leaves

Leaves grow out of the stem They use the sun to make food for the plant.

Flowers

Many flowers are colorful They help the plant to make seeds

Fruit

Some plants grow fruit, which have seeds in them Apples, oranges, and tomatoes are all fruit.

20

Science

18 Unit 2

4106009_EU_SB5.indb 1812/22/15 12:32 PM

1 Do you have plants at home?2 What’s your favorite fruit?3 What flowers grow in your country?

What about you? Ask and answer G

Write

E

Look at E Ask and answer.D

F

Look at the poster Talk about it.D

H

Answer the questions.

D

1 What is inside fruit?

2 What happens when seeds are in the earth?3 How do leaves make food for the plant?4 Where do roots usually grow?

Those are the seeds.They grow and become new plants.Which parts of the

plant are these?What do they do?

Watch the video What kinds of fruit grow on trees? Tell a friend.

123456Use headings to find information.TipSkills19Lesson 44106009_EU_SB5.indb 1912/22/15 12:33 PM

School Subject Connection

Lesson 4 is a cross-curricular lesson with a connection to students’ school subjects Ask students to share what they already know about the subject Bring in materials related to the topic or have students explore it outside of the classroom For further suggestions on how to expand on this connection, see individual units.

Warm up

1 Greet the class Use familiar language to elicit responses from individual students Then have students practice the language with each other.2 Review any previously learned language that will

help prepare students for the current lesson.3 If a song, game, or activity is suggested, use it

as additional warm up for Lesson 4, or elicit the Everybody Up Expression from the previous lesson Students practice the expression with their classmates.

A Watch the video.

See Teaching with Videos, Teacher’s Book page 26.

Before you watch: Tell the class they’re going to watch

a video Specific School Subject Connection activities will vary See individual units Ask students what they might see in the video.

1 Play the video See Video Scripts on Teacher’s Book pages 116–118 for reference.

2 Play the video again Pause the video and ask students questions about the video Encourage them to answer in full sentences to practice the grammar patterns and new vocabulary.

B Listen, point, and say.

1 Introduce the new vocabulary words or phrases by writing them on the board Point to the board and say the vocabulary aloud until students can produce the new vocabulary on their own.

3 Students practice saying the new vocabulary on their own, using their books.

Science

Students practice the language and concepts with critical thinking activities.Posters bring real-world content into the classroom.

Students use 21st century skills to respond to questions or directions posed by the Everybody Up Friend.Students listen to and

read cross-curricular passages including new vocabulary and clear visuals.Words are clearly presented with audio support.The lesson links English to other school subjects, like science.Video links the content to a rich visual learning experience.

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C Listen and read.

1 Students preview the reading by discussing the pictures and the reading title.

2 Play the Class CD track for this exercise Students listen along with the CD.

3 Play the track again Students listen and read along.4 Students read the passage on their own.

D Answer the questions.

1 Explain that students will read the questions and discuss them with a partner Read each question aloud with the class.

2 Direct students’ attention to the Skills Tip box Help students understand how to apply the tip to what they’ve just read.

3 Students answer the questions orally or write the answers in their notebooks Encourage students to write their answers in complete sentences.

1 Students look at the pictures and talk about what they see.

2 Direct students’ attention to the exercise and explain that they will be writing to complete the chart, diagram, or sentence See individual unit exercises.

3 Students can answer orally or do the activity on their own.

F Look at E Ask and answer.

Student pairs look at Activity E and practice asking and answering with the language pattern in the speech bubbles.

G What about you? Ask

and answer.

1 Read the questions with the class.

2 Model each question with a few students allowing students to respond in their own ways.

3 Students practice the conversations and then switch roles.

H Look at the poster Talk about it.

See Teaching with Posters, Teacher’s Book page 26.

1 Students read the poster title and captions Then, talk generally about what is happening in each picture.

2 Students ask and answer questions about the poster with any known language patterns, using the speech bubbles as a model.

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✔

Units 1 and 2

Check Up 1Listen, number, and match. 32

A

Read, circle, and check.

B

set up the tent ride a roller coaster collect leaves read a lot of books sleepy look at the stars 11

1 How did you feel when you act /acted

in a play?

I felt shy, but he felt confident I felt confident, but he felt shy.

2 What were you doing / do when you

saw the deer? I was putting out the campfire I was building a campfire.

3 What did she do when she was in / on

vacation?

She learned how to dive She won a competition

4 What was he doing in the morning /

afternoon?

He was exploring a cave He was identifying trees.

1234

20Check Up 1

4106009_EU_SB5.indb 2012/22/15 12:33 PM

KeyListen and write Then act. 33

D

Write

C

1 What did the boy do when he was on vacation?

2 How did he feel when he learned how to dive?

3 What was the girl doing in the afternoon?

4 What was the mother doing when she saw the deer?

Which way is the campsite?1

2

No, thanks I’d rather play video games.

What can you do? Read and write the number.

E

I can talk about

activities camping in the woods feelings making camp travel and trade plants

ValueI can be brave.ValueI can be helpful.

I need help with this I can do this a little I can do this well I can help others with this.1234123421Units 1 and 24106009_EU_SB5.indb 2112/22/15 12:33 PM✔Check UpWarm up

1 Greet the class Use language from the previous two units to elicit responses from students.2 If a game or activity is suggested, use it to review

vocabulary from the previous two units.

3 Elicit the lesson language from the previous two lessons Students practice the language with their classmates.

A Listen, number, and match (or Listen

and number Then write.)

See Teaching Check Ups, Teacher’s Book page 25.

1 Review key vocabulary from the previous two units Cue vocabulary or play a short game.

2 Play the Class CD track for this exercise Students listen and number, or match, the vocabulary.

B Read and circle (or read, circle, and check).

1 Review key language from the previous two units Cue vocabulary or play a short game.

2 Students look at the pictures, read the sentences and identify the correct answer by circling or checking.3 If the exercise includes numbering, students number

the items in the boxes Then students check their answers

C Write.

1 Review key language from the previous two units Cue vocabulary or play a short game.

2 Students look at the picture and write short answers to either complete the sentences or answer the questions.

Students check comprehension of languages and grammar from previous two units.

Students practice listening, writing, and speaking using language from previous two units.Students evaluate their own performance on the previous two units and identify areas for further practice.

Students practice writing using language and grammar from previous two units.Students identify

vocabulary from the previous two units.

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✔Check Up

D Listen and write Then act.

1 Review key language from the previous two units Cue vocabulary or play a short game to reactivate language.

2 Play the Class CD track Students listen and read the speech bubbles Students listen for the missing text

3 Play the Class CD track again Students write the missing language on the page.

4 Groups or pairs of students role-play the dialogue.

E What can you do? Read and write

the number.

See Teaching Check Ups, Teacher’s Book page 25.

1 Review the contents of the chart with the class and make sure students understand the rating system and how to complete the chart.

2 Students consider how well they have learned each item on the chart and rate themselves using the rating system.

3 Students think about what they need more practice with and share Select games and activities that best address students’ needs from the self-assessment check.

• Use the suggested games or activities to further practice the language from the previous two units These can be selected using information from the students’ self-evaluations.

Extra Practice

WorkbookiTools

Online Practice

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Reading, Writing, Listening & Speaking

How Scouting StartedIn 1908, Robert Baden-Powell was working in England when he wrote a book called Scouting for Boys When boys and girls read it, many of them wanted to become scouts The book showed them how to be safe and confident in the woods They learned how to camp, hike, and find animal tracks They also learned how to identify trees and build a campfire.

Today there are scouting groups in 218 countries They teach camping, sports, and other activities Scouting is now over one hundred years old, and more young people become scouts every year.

Skills

Read Then answer. 34

A

Underline the book titles Then rewrite.

Underline the titles of books

B

Listen and number. 35

C

1 Robert Baden-Powell wrote Scouting for Boys in 1908.2 In The Adventures of Tom Sawyer, a boy named Tom explores a cave.3 Little Women is a story about four sisters.

Talk with your partner.

D

1 What do you do when you go camping or hiking?2 What kinds of books do you like to read?

1 What did Robert Baden-Powell do in 1908?

2 How many countries have scouting groups?

3 What are three things scouts learned from Robert Baden-Powell’s book?

22 Skills1

4106009_EU_SB5.indb 2212/22/15 12:33 PM

Warm up

1 Greet the class Use familiar language to elicit responses from individual students Then have students practice the language with each other.2 Review any language items that students need

more practice with as suggested by their self-assessment from the Check Up lesson.

3 If a song, game, or activity is suggested, use it as additional warm up and review.

A Read Then answer.

1 Students look at the title of the reading and the pictures and discuss what they think the reading will be about.

2 Students read the text If it is helpful, play the Class CD track and students listen and read along.3 Read the questions Students can answer orally or

write their answers in a notebook Encourage them to use complete sentences.

B Exercise varies.

1 Call students’ attention to the highlighted rule.2 Students read the sentences and identify parts of the

text by circling or underlining.

3 Students can rewrite the sentences in a notebook.4 Check answers together.

C Listen and number.

1 Play the Class CD track for this exercise Students listen and number the pictures.

2 Play the track again so students can check their work Then check the answers together.

D Talk with your partner.

1 Students read the questions and think about their answers Model a discussion with a student

2 Students share their answers with a partner or small group Encourage students to be creative with their answers.

Student Book page 22

Students identify elements in the text and write out answers.

Students practice their listening skills.

Students talk about what they have read with one another

Students read an interesting text about people, places, or events in the real world.

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Home-School Link

Project

Brochure

What did your parents or grandparents do when they were your age? Did they ever go camping or go on vacation? What other activities did they do? Talk to your family about activities they like to do.

How did you feel when you looked at

the stars at night?

I felt sleepy.I saw a deer! I also

built a campfire and roasted fish.

Make a brochure.

A

1 In a small group, plan a camping trip or a vacation Where are you going to go? What are you going to do? Discuss activities you can do on this trip.

2 Make a brochure for the trip First, fold your brochure On the cover, write the name of the camp or the vacation place Then draw a picture of this place.

3 Draw pictures and cut out photos for the activities from Step 1 Glue them in the brochure Write about them Imagine that you took this trip and did these activities.

Listen Then talk about your trip 36

B

What did you do when you were

at camp?

Tip

Take turns talking in your group.23Project 14106009_EU_SB5.indb 2312/22/15 12:33 PMProject A Make a _.

See Teaching Projects, Teacher’s Book page 27.

1 If available, make copies of the Photocopiable Project Template from the Teacher’s Resource Center CD-ROM and distribute them to the class Explain the project to students and review any useful vocabulary and language for the project on the board.

2 Students follow the directions on the page to make their projects.

3 Help students with their projects and any language they may need.

B Listen Then talk about your _.

1 Play the Class CD track Students listen to the track Students listen, point to the speech bubbles, and say along with the CD Then they practice the conversations in pairs.

2 Discuss the Tip with the class and point out examples If a game or activity is suggested, have students use their projects as a focus for their questions and answers

3 Students or groups of students talk about their projects using the language from the speech bubbles as a model.

1 Students share their projects and what they’ve learned in class at home with their families.

2 Role-play conversations students may have at home in class and review any relevant language.

3 Students or groups of students talk about what they remember from their family discussion.

• Use the suggested games or activities to further practice the vocabulary and language from the unit that students have identified from the self evaluation.

Extra Practice

Workbook

Student Audio CDMidterm or Final TestiTools

Online Practice

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Teaching TechniquesTeaching Techniques

A Note on Eliciting

When possible, try to “elicit” language in the

classroom—to get students to produce the language on their own, rather than repeating what the teacher says There are many ways to elicit language One effective approach is to begin by giving students plenty of support and then slowly remove that support For example, to introduce new vocabulary, you might begin by showing the Picture Cards and having students repeat the words after you, and eventually move toward cueing students with the Picture Cards to say the words on their own Frequent use of eliciting routines like this one will help students become more comfortable speaking freely in class.

Teaching Vocabulary

Pre-teaching new vocabulary will give students a firm foundation for encountering the vocabulary in the

Student Book In Everybody Up, pre-teaching vocabulary

typically includes two steps.

Step 1 introduces the new vocabulary First, write the new words or phrases on the board and say them Then have the class repeat after you Then point to the board

and elicit the words without saying them yourself (see A

Note on Eliciting above) Repeat several times Correct

pronunciation as needed Once the class is saying the words confidently, begin to elicit the words from individual students.

Step 2 links the new vocabulary to previously learned vocabulary and grammar By linking new vocabulary with familiar language, new vocabulary is reinforced and placed in a greater communicative context.

An additional step may present special language points or suggest additional activities or review.

Pre-teaching is followed by audio and classroom activities An optional activity whenever vocabulary is presented is to give each student a blank card and art supplies to make their own picture cards for use in games and other activities.

Using the Big Picture

Lesson 1, Activity B features a large illustration that includes all new vocabulary, as well as some previously-learned vocabulary Before doing Activity B with the

audio recording, have students examine the Big Picture and, using English, talk about what they see (by naming objects or people, asking and answering questions about the picture, or saying what they think is happening in the scene) After students have listened to the audio recording, have pairs use English to talk about what they see in the picture and practice the new vocabulary using their books Encourage students to use previously learned language.

Teaching Grammar

Pre-teaching grammar patterns will prepare students to encounter the patterns in the Student Book In

Everybody Up, pre-teaching grammar typically includes

two steps.

Step 1 introduces the grammar pattern found in the box in the Student Book Write the pattern on the board Say the pattern aloud and have students repeat after you.Step 2 presents any contractions that appear in the

pattern Write the contraction on the board, say aloud, and have students repeat

An additional step may present plurals, articles, or other special language points Pre-teaching is followed by audio and classroom activities There are also new grammar animations available with the iTools presentation software These can be used to help present grammar and make language patterns more memorable.

Teaching Skills

Lesson 2 includes skills sections for Listening and Speaking or Reading and Writing (alternating by unit).Listening and speaking lessons involve students

answering questions while listening to the CD Read the questions aloud with the class before playing the CD so students know what to listen for.

In each listening and speaking lesson there are questions for pair discussion Encourage students to speak in complete sentences and to continue the discussion beyond the questions by using new and known vocabulary and grammar.

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Teaching TechniquesTeaching Techniques

Level 5 Skills Bonus lessons build reading, writing, listening, and speaking skills using a topical reading, a writing activity, a listening activity, and questions eliciting student discussion The bonus lessons feature four activities.

Activity A

Talk with students about the title of the reading and the pictures that go with it Review any key words to ensure that students understand them Ask students what they think the reading will be about Students read or read along with the audio.

Activity B

Review what the students will be identifying in the text to make sure students understand what they are looking for The students underline or circle elements in the sentences Then they rewrite the sentences in a notebook.

Activity C

Review the pictures with students and talk about what is happening in each one Review any key vocabulary students have questions about Play the audio Students number the illustrations Play the audio again if necessary and check answers.

Activity D

Review the questions with the class and make sure students understand Give students a chance to think about their answers Model discussing the questions with volunteers, guiding them with further questions if necessary Then, students talk about their answers to the questions with classmates or in small groups Encourage students to be creative in their answers.

Teaching Songs

The songs in Everybody Up are a fun way to practice

new grammar, vocabulary, and functional conversation language Before playing the audio recording of a song, pre-teach the song using the illustration and lyrics.Pre-teach by reading the song lyrics aloud with

the students Repeat this step a few times, to build confidence and fluency, and to prepare students to sing.Pre-teaching is followed by audio and classroom

activities Encourage students to come up with

appropriate gestures or dances to accompany each song

If a song has multiple parts, divide the class into groups and assign the parts More advanced classes might even want to try writing new lyrics.

Teaching Stories

Pre-teaching stories using the illustrations is a fun and helpful way to get students ready to read and understand the story.

Step 1 has students look at the pictures and discuss what they see and what they think will happen in the story.Step 2 has students guess the meaning of the new words

from context After reading the story, go back and check the students’ understanding of the new words.

Next, students listen to the audio recording of the story Then read the words aloud with the students Each story ends with a value Direct students’ attention to it and play the track again If desired, discuss the value with the class Follow-up activities include having students rewrite the story or write a new ending for it.

Teaching Conversations

The conversations offer a chance for extra practice of the functional language featured in the Lesson 3 stories The pictures that accompany this activity shows students how the functional language can work in a range of real-life situations Have students practice the language in groups or pairs, as indicated in the Lesson 3 plans Then have students form new pairs or groups and create short skits or scenes using the functional language in new contexts Have students perform their skits for the class Encourage students to find props in the classroom or to use gestures to dramatize their skits.

The conversations will provide you with useful language that can be used frequently throughout the course Use it often, and encourage students to do so as well.

Teaching Check Ups

In Levels 1 to 6, after every two units, a Check Up offers an opportunity to review and assess students’ understanding of the previous two units’ language Each Check Up begins with two receptive activities

where students are asked to recall and use recognition to identify vocabulary and language In the two subsequent activities, students produce language in a controlled way,

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filling in blanks in sentences, followed by writing whole sentences in a conversation Then they practice the conversation with a partner.

At the end of the Check Up, students complete a self-assessment section that will help evaluate strengths and areas for improvement It also helps students think critically about their own progress.

Review the relevant units’ materials as suggested below in preparation for each activity.

Activity A

Ask students what vocabulary they remember from the units and write their responses on the board Then, review the vocabulary Have students look through their books and practice pointing to and saying the vocabulary with a partner.

Activities B and C

Review the vocabulary and language before beginning activities B and C

Ask students what language patterns they remember from the units and write their responses on the board Write the language patterns on the board and have students practice them with partners or in small groups Have students look through their Student Books and practice pointing to and saying the vocabulary and patterns with a partner.

Activity D

Before students do the activity, review the conversations in the speech bubbles in the two previous units

Write the conversations on the board Practice the conversations with the class divided into groups or bring pairs forward to model the conversations.

Activity E

What can you do? Read and ✓ is a student

self-evaluation Before students fill out their self-evaluation, make sure they understand each category by reviewing the specific vocabulary and language Write these on the board for students to refer to during the activity.

Give students time to evaluate how confidently they know the material.

You can gather information either by checking books or watching students as they fill in the material Alternatively, survey the class for each evaluation category by having a show of hands.

Use the evaluations to create plans of action for groups or individuals to review and reinforce areas they feel less secure about Finally, encourage additional practice for each area by using appropriate Games and Activities (Teacher’s Book pages 28–31).

Teaching with Videos

The videos in Everybody Up are an engaging way for

students to see and hear language and vocabulary in a rich visual, real-world context

Before playing the video for the class, discuss the School Subject Connection as indicated in the specific teaching notes for the unit

Step 1 involves introducing the video’s theme and getting students to predict what they think they’ll see Pre-teach/review the language in the video (see Video Scripts on Teacher’s Book pages 116–118) Students may encounter new words in the videos These words appear in blue throughout the video scripts Then play the video.

Step 2 involves writing comprehension questions on the board and having students read them aloud Explain that students will look and listen for the answers to these questions in the video Then play the video again and pause in the appropriate places for students to be able to answer the comprehension questions

Teaching with Posters

The Everybody Up posters reinforce and extend students’

knowledge of the vocabulary, language patterns, and concepts covered in each unit’s cross-curricular lesson, Lesson 4 Put up the posters in the classroom at the beginning of the lesson to build curiosity and familiarity with the images

To warm up, ask the students to read the title of the poster out loud and identify the poster’s cross-curricular subject Then, ask students to identify familiar

vocabulary in the images.

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comfortable with the pattern, ask them to talk about the other items on the poster using the language they have learned.

To follow up, have pairs present their discussion of the poster to the class Reinforce any other relevant grammar or vocabulary to support students’ learning.Useful descriptions of the posters’ images and words

students may not have encountered in previous units are available on Teacher’s Book page 119 These new words appear in blue More information and ideas about the posters can be found in the Poster Pack.

Teaching Projects

The Everybody Up Projects provide students with an

opportunity to use their 21st century skills of critical thinking, creativity, collaboration, and communication while practicing the language from the previous two units

Activity A

Make sure you have all the necessary materials (listed in the Materials box at the beginning of the Teacher’s Book lesson) Distribute them to students Explain to students what they will make and how they will do it as you point to the steps on the Student Book page Circulate and help students as needed while they make their project.

Activity B

Explain that students will present their projects Play the audio that presents the model conversation on the Student Book page Then direct student’s attention to the Tip box, which supports students’ communication about their projects Each tip is specific to the project in the unit How to present each one is explained in the lesson notes Present the tip before students talk about their projects and model how it will be used

Have students use the language (and the tip) to talk about their project with classmates or have them present their projects to the class Remind students to be quiet and respectful to each other as they talk about their project.

The Home-School Link extends language practice outside the classroom and gives students the opportunity to share English at home It also provides a specific

topic and format for using English at home, which helps students that may lack confidence in their abilities Explain to students that they should use the same

language they used in presenting the project in class to answer questions and talk about the project at home As a follow up, ask students about their conversations at home in the next class.

Teaching 21st Century Skills

The 21st Century Skills activities focus on either one skill or a combination of skills from the areas of critical thinking, communication, collaboration, and creativity These activities appear at the end of every lesson and are prompted by the language and question used by the Everybody Up Friend at the lower right Sometimes the activity involves looking at illustrations in the lesson again or watching the video again Some typical examples of these skills are:

Critical Thinking: answering questions, identifying

objects, guessing hidden answers, predicting

Communication: talking with a partner, asking

questions to a partner, presenting ideas to a group, talking about an informational poster or video with a partner

Collaboration: working in a small group or with

another classmate, solving problems as a team

Creativity: making a poster, constructing models,

making a chart, drawing a picture

Use the following sequence or vary it to the needs of your class.

First, direct students’ attention to the Everybody Up Friend and have them read the speech bubble Then, check that students understand the question or task.Next, have students answer the question and do the task

in pairs or small groups, depending on the task.Follow up by asking students to talk about what they

learned or what information they gathered, items they created, problem they solved, etc.

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Beanbag Toss

Spread picture cards or realia on the floor A student tosses a beanbag, aiming for one of the cards or objects Then, the student uses the card nearest the beanbag to practice the target language.

Bingo

For this traditional game, students arrange nine word or picture cards in a 3x3 grid Call out a word or letter sound Students turn over that card When a student has turned over three adjacent cards, either up, down,

or diagonally, he or she should call out Bingo! and say

which cards were turned over.

Binoculars

Using their hands like binoculars, students look around the classroom and say what they see, using the target language.

Brainstorm

As a class, brainstorm different locations as categories: school, zoo, museum, department store, park, etc Then in small groups, students list as many different signs as one might find in each category Alternatively, show different pictures and realia of signs and have students say what they mean and where they might be found.

Buzzers

For this game, divide the class into two teams Teams compete to earn points by giving correct answers Begin by explaining how the game works and what constitutes a correct answer To play the game, arrange two central desktops with “buzzers.” A player from each team stands at a buzzer Players slap their buzzers as fast as they can when they think they can give the right response The first student to slap his or her buzzer gets to give the answer A correct answer wins a point for that student’s team If the answer is incorrect, the other player tries to answer

Card Grab

This game can be played individually or in small groups Give a set of word cards to each student or group Students spread the cards out face-up Call out one of the words Students race to touch the card In groups,

ties can be broken with a quick round of Rock, Paper,

Scissors OPTION: When students play the game

individually, they can simply hold up the card.

Categories

This game is best played with at least two vocabulary categories Students sit in a circle Model the following percussion rhythm: slap your knees twice, clap your hands twice, snap your fingers on one hand and then the other As you snap your fingers, announce the category

for that round (e.g., food) On the next snap, say a word in the category (e.g., chicken) Go around the circle, with

individual students saying different words during the snaps Change the category when all known words have been said, or when someone makes a mistake, or after everyone has had a chance to say a word.

Charades

Divide the class in half or into four groups Tell one member of each group a different vocabulary word or phrase That student returns to his or her group and acts out the target language without speaking The group watches and tries to guess what is being acted out.

Circles

Put students in two concentric circles containing the same number of students Each student must be facing another student Designate one circle as the questioners and one as answerers Each facing pair will practice the target question and answer pattern After pairs have practiced the pattern, have one circle spin to the left and one to the right Students practice the pattern again with their new partners Switch roles after a while.

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Class Survey

In small groups, students discuss the target language (e.g., vacation plans) Then create a big chart on the board Ask students to report on their group members’

results For example, ask What’s he/she going to do on

vacation? and When is he/she going to (take a boat ride)?

and record the who, what, and when on the chart.

Down the Line

Write the new words in a list down the board Tell one student from each team to start at the top or the bottom of the list Students go down (or up) the list of words saying the words When the players meet, ask the student who is farthest along the line a challenge question A correct answer wins that player’s team a point If players meet in the middle of the line, have

them play Rock, Paper, Scissors The winner gets a

chance to answer the challenge question

Find Someone Who

In this activity, students look for one or more other students who meet specified criteria For example, students might circulate and ask each other questions, searching for someone who is holding the same card as they are

Finish the Story

Copy the story or text that you are using for this activity, leaving some of the words, sentences, or entire speech bubbles blank Make a copy for each student Slowly read the story or text aloud Students listen and write in the missing portions Check answers in pairs or together as a class.

Five Questions

This activity practices yes/no questions Students work in small groups One student (S1) thinks of an action or object but does not tell the group what it is Group members can ask five yes/no questions to identify the word If group members do not identify the word in five tries, S1 gets a point The winner is the student with the most points in the group.

Gaps

This activity requires students to write in missing words in sentences To create a sentence text for this game, write out the target grammar pattern(s) on strips of paper, leaving blanks in place of some words Provide one copy for each student or pair Students write in the missing words Students can compare answers to check them.

Guess the Next Card

This game can be played to practice vocabulary After using the Picture Cards to introduce and elicit the new vocabulary in a lesson, continue showing the Picture Cards one after another, but vary the order Before showing each new card, give students a chance to guess what it is.

How Much?

Give each student a slip of paper with an amount

on it (1/2 cup or 1/4 cup) Call out a large amount (I

need 2 cups) Students have to group together to equal

the amount you say This can be played to practice approximate numbers and any quantities

Listen and Draw

Prepare several short passages modeled on the grammar patterns and vocabulary Read them aloud Students listen and draw what they hear and then check their work by comparing their drawings.

Memory Chain

S1 starts by saying a pattern such as: (She) (read a lot of

books) when (she) was on vacation S2 adds on a phrase: (She) (read a lot of books) and (won a competition) when she was on vacation Then S3 adds another phrase to the

sentence The object is to say and remember as many things as possible

A New Story

Have students use the story in the lesson as a model to write their own version, or write key sentence frames on the board for students to complete with their own information.

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Order the Text

Write out the sentences from the story on strips of paper Prepare a set of strips for each student Read the story aloud Then distribute the sets and have students put them in order.

Rhythm Circle

Stand in a circle with students and model the chant below, substituting the target language for the words in parentheses Slap your hands on your thighs for two beats, then clap your hands for two beats, and then say the word twice.

Slap, slap, clap, clap, (old, old)Slap, slap, clap, clap, (new, new)Slap, slap, clap, clap, (big, big)Slap, slap, clap, clap, (small, small)Slap, slap, clap, clap, (long, long)Slap, slap, clap, clap, (short, short)

Start the chant again, and this time go around the circle and have each student say a different vocabulary word Students must keep the rhythm If they can’t keep the rhythm or think of a new word, that student is out Start a new chant each time you run out of words.

Rollers

Students sit on the floor in a circle A student says the target language and rolls a ball to another student, who repeats the phrase and rolls the ball on Periodically change the language.

Simon Says

In this traditional game, students must listen closely and follow your instructions when they hear the phrase

Simon Says Begin with the class standing and facing

you Give instructions using the target language If you

preface an instruction with Simon says, students should

obey If not, they should remain still Students who move

when you do not say Simon says are “out.”

Speed Dictation

Read or play a sentence of the story at normal speed Students try to write down as much of it as they can Repeat as many times as needed until students have the entire sentence Do this with 3-4 sentences from the story.

Station Stop

Make a train “track” around the room, with several “stations.” Students form a line and move like a train along the track You play the role of the Station Master The train must stop when it comes into a station At that time, choose a student and practice the target language with the student If the student does so successfully, give the student a “ticket.” The student with the most tickets at the end wins.

Teacher’s Mistake

In this game, students listen and/or watch carefully for your mistakes When they catch a mistake, students raise their hands Increase the challenge by requiring students who catch your mistake to correct it.

Telephone

Have the class form one line Whisper a different sentence to the student at each end Students whisper the sentences along the line No repeating allowed! When the sentences reach the opposite ends, the students say the sentences aloud to see if they are different.

Toss and Tell

Have students stand in a circle S1 says the target language and then tosses or hands a ball, beanbag, or item of realia to S2 S2 responds Then, S2 says the target language and tosses the ball to the next student.

Two Truths and a Lie

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What’s Missing?

First, say all six of the new vocabulary words Then write five of the six words on the board When students have decided which word is missing, they raise their hands and identify the missing word.

Who Wrote It?

In groups, each student writes a sentence that uses the new grammar and vocabulary on a piece of paper Students can be truthful or make up silly things, for

example, I was nervous during the test today or I was

confident when I saw the lion Group members elect one

person to read each sentence aloud without revealing whose it is The rest of the groups tries to guess who wrote each sentence.

Word Roll

For this game, you will need to prepare special dice using vocabulary words beforehand, or you can provide the materials and have students make the dice in class To play the game, students roll the dice and use the word that appears on the top face of a die to practice the target language When playing in pairs, students use the word as a cue for a question-and-answer pattern.

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Welcome

What about you? Talk with your classmates.

B

I like to go snowboarding in my free time I bought a new helmet on Tuesday It’s blue and yellow I always wear a helmet and gloves when I go snowboarding When I’m older, I want to make movies and design video games! What kind of video games do you like?

I have wavy hair and brown eyes My sister has wavy hair, too, but it’s shorter We’re going to swim in the ocean next weekend I’m going to take my swimsuit and towel When I go to the beach, I always put on sunscreen What do you like to do on vacation?

I visited my friend yesterday We saw a parade, and I took pictures! I practiced the violin yesterday, too Tomorrow is my dad’s birthday I’m going to play music for him I want to be a musician when I grow up What do you want to be when you grow up?

My family went camping last weekend My brother likes hiking, but I don’t like it at all I like canoeing a lot, but I’m not very good at it I’m very good at grilling hamburgers! Today we ate sushi for lunch It’s my favorite food I drank tea with it What’s your favorite food?

DannyEmma

JulieMike

Listen, read, and say. 03

A

1.2.

3.4.

2 Welcome

4106009_EU_SB5.indb 212/22/15 12:28 PM

D

Africa is east of South America.

1.2.3.4.AfricaAntarcticaAsiaAustraliaEuropeNorth AmericaSouth Americanorthsouthwesteast

How do you say this in English?

Could you say that again, please?

May I go to the restroom?

May I get a drink of water?

CThe Continents030434106009_EU_SB5.indb 312/22/15 12:28 PMObjectives • Review of Level 4 Grammar• Directions

Africa is east of South America.

Classroom language

• How do you say this in English? • Could you say that again, please? • May I go to the restroom? • May I get a drink of water?

Vocabulary

Continents and directions: Africa, Antarctica, Asia, Australia, Europe, North America, South America, north, south, east, west

Materials

Class CD1 Tracks 03–05

Warm up

1 Greet individual students saying Good

(morning) My name is (Mrs Smith) Elicit Good morning (Mrs Smith) My name is (Mike) Then

have students practice greeting their classmates

2 Toss and Tell (Teacher’s Book pages 28–31)

Review simple past tense Say I (read a book)

yesterday What did you do? Then toss the ball to S1

who answers and asks S2 before tossing the ball.3 Review simple future tense with a conversation

chain Say This weekend, I’m going to (go

swimming) What are you going to do? Have S1

answer and then ask S2 What are you going to do?

4 Telephone (Teacher’s Book pages 28–31)

Have students stand in one line Whisper a statement in simple past tense to the student at each end of the line Students whisper the sentence along the line No repeating allowed! When the sentences reach the end of the line, have students say them aloud to see if they’ve changed Repeat using simple future tense

A Listen, read, and say

1 Direct students’ attention to the pictures Elicit the names of the characters

2 Link the language Have students describe what they know about the characters and what they see

That’s Danny He likes snowboarding I do, too

3 Play Class CD1 Track 03 Students listen, read, and say along with the CD.

1 Danny: I like to go snowboarding in my free time I bought a new helmet on Tuesday It’s blue and yellow I always wear a helmet and gloves when I go snowboarding When I’m older, I want to make movies and design video games! What kind of video games do you like?

2 Emma: I have wavy hair and brown eyes My sister has wavy hair too, but it’s shorter We’re going to swim in the ocean next weekend I’m going to take my swimsuit and towel When I go to the beach, I always put on sunscreen What do you like to do on vacation?

3 Julie: I visited my friend yesterday We saw a

parade, and I took pictures! I practiced the violin yesterday, too Tomorrow is my dad’s birthday I’m going to play music for him I want to be a musician when I grow up What do you want to be when you grow up?

4 Mike: My family went camping last weekend My

brother likes hiking, but I don’t like it at all I like canoeing a lot, but I’m not very good at it I’m very good at grilling hamburgers! Today we ate sushi for lunch It’s my favorite food I drank tea with it What’s your favorite food?

03

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4 Students read the paragraphs on their own.5 Students take turns reading one of the paragraphs

aloud, alone or in small groups

B What about you? Talk with

your classmates.

1 Students practice the questions the characters asked:

What kind of video games do you like? What do you like to do on vacation? What do you want to be when you grow up? What’s your favorite food? Model a

conversation with a volunteer

2 Have students talk about the questions in pairs Go around the room and help as needed

3 Have pairs report on each other’s answers: This is

(Kim) She wants to be (a doctor) when she grows up

C Listen and say Then practice

1 Introduce the new pattern: Africa is east of South

America

2 Direct students’ attention to the map on page 3 Elicit the names of the continents Then say the names and have students repeat as they point to them in their books Have students identify the continent where they live

3 Direct students’ attention to the compass on the map Have students repeat the words after you

Explain the directions north, south, east, and west

If helpful, draw a simple local map of your city or town to help students understand directions 4 Play Class CD1 Track 04 Students listen and say

along with the CD

Africa is east of South America.

North America, South America, Europe, Africa, Asia, Australia, Antarctica

north, south, east, west

5 Students practice the pattern on their own, using their books.

D Listen, point, and say

1 Introduce the new questions Write each question on the board Create an example by talking and using gestures where appropriate Have students guess the meaning of each phrase

2 Play Class CD1 Track 05 Students listen, point, and say along with the CD.

1 How do you say this in English?2 Could you say that again, please?3 May I go to the restroom?4 May I get a drink of water?

3 Students practice the questions on their own, using their books.

• Charades (Teacher’s Book pages 28–31) Students

play in small groups They take turns acting out the classroom commands using gestures

• New Questions Direct students’ attention to

the questions in Activity A Students write four new questions of their own Students can create

their own questions or use these: What kind of

_ do you like? What do you like to do? What do you want _? What’s your favorite _? Have

students write their questions on a piece of paper Each student then trades papers with a partner to ask and answer their partner’s questions

• Listen and Draw (Teacher’s Book pages 28–31)

Say the names and locations of the continents and have students draw them or write their names in the correct location For an extra challenge, create a new “map” using the names of objects, such as animals or food, and have students draw the objects in the correct location

• Two Truths and a Lie (Teacher’s Book pages

28–31) Make two true statements and one false statement about a map of the world using the continents and directions vocabulary (for

example, Europe is north of Africa, Asia is east

of Europe, South America is north of North America) Students catch your “lie” and correct

your mistake If students created new “maps” in the Listen and Draw activity, use those maps as well, for an extra challenge

Extra Practice

Workbook pages 2–3

Student Audio CD Tracks 03–04iTools

Online Practice

04

05

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Lesson 1 Activities

Vacation

1

A

Listen and number Then talk about the picture. 07

B

1 act in a play

4 read a lot of books

2 learn how to dive

5 win a competition

3 ride a roller coaster

6 sleep late

05

4 Unit 1

4106009_EU_SB5.indb 412/22/15 12:28 PM

D

Look at B Point, ask, and answer

E

Listen and say Then practice 08

C

1.2.3.4.5.6.

1.2.3.

4.5.6.

Heacted in a play when he was on vacation.

What did she do when she was on vacation? Sheacted in a play.

What did she do when she was on vacation?

She read a lot of books.

What did you do on your last vacation? Talk with your partner act acted learn learned ride rode read read win won sleep slept07065Lesson 14106009_EU_SB5.indb 512/22/15 12:29 PM 5 4 1 3 2Objectives

• Talking about vacation activities

Grammar

• Simple past tense statements with when He acted in a play when he was on

vacation

• Simple past tense questions with when What did she do when she was on

vacation? She acted in a play

Vocabulary

Activities: act in a play, learn how to dive, ride a roller coaster, read a lot of books, win a competition, sleep late

Materials

Warm up

1 Greet individual students: Hello (Ken) What

did you do yesterday? Elicit Hi I (played video games) yesterday Students practice greeting

their classmates.

2 Class Survey (Teacher’s Book pages 28–31)

Students ask and answer each other using

questions from the Welcome unit (What kind of

video games do you like? What do you want to be when you grow up?)

3 Teacher’s Mistake (Teacher’s Book pages

28–31) Review continents and directions Draw a simple continent map on the board and make correct and incorrect statements

about continent names and locations This is

(Antarctica) It’s (north) of (Africa) Students

have to correct your mistakes.

1 Introduce the new phrases Write each phrase on the board and help students to understand it.2 Link the language Ask questions that students will

know answers to, using the verbs or nouns from the

new phrases, for example: What does an actor do? Elicit student responses (An actor acts)

3 Play Class CD1 Track 06 Students listen, point, and say along with the CD.

1 act in a play3 ride a roller coaster5 win a competition

2 learn how to dive4 read a lot of books6 sleep late

4 Students practice the words using their books.

B Listen and number Then talk

about the picture.

See Using the Big Picture, Teacher’s Book page 24.

1 Direct students’ attention to the big picture Have students find and point to each new vocabulary item in the picture on their own before listening to the CD

2 Play Class CD1 Track 07 Students listen, find the items in the picture, and number them.

1 Danny’s mom: Danny, it’s ten o’clock When are you going to wake up?

Danny: I’m tired, Mom Can I sleep late?

Danny’s mom: Don’t you have a soccer game this morning?

Danny: Oh, that’s right! It’s at eleven o’clock

Thanks, Mom!

2 Mike: I learned how to swim when I was

younger Now I’m learning how to dive That’s my swimming teacher.

06

07

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3 Ms Jackson: Great job, Carla! You win the reading competition

Carla: Thanks, Ms Jackson I read a lot of

books, and I learned a lot.Ms Jackson: What was your favorite book?

Carla: I read a good one about sculpture I

want to be an artist when I grow up.

4 Julie: I’m going to act in a play at school

Will you practice with me?

Jay: Sure Who are you going to be in the

play?

Julie: I’m going to be the doctor I say, “This

man is very sick He needs to go to the hospital.”

Jay: That’s cool I want to be an actor, too!

5 Ann: Whee! Riding a roller coaster is fun!

Emma: I like the slower rides This is too fast!

Ann: This is my favorite ride at the

amusement park I want to go faster!

3 Check answers together Then invite students to talk about other things they see in the picture.

C Listen and say Then practice.

1 Introduce the new pattern: He acted in a play when

he was on vacation.

2 Say the words in the verb box on page 5 and have students repeat Point out that to make the past

tense of some verbs we add –ed, but for others the

word changes Students must memorize these verbs 3 Play Class CD1 Track 08 Students listen and say

along with the CD

He acted in a play when he was on vacation.

act, acted learn, learned ride, rode

read, read win, won sleep, slept

1 He acted in a play when he was on vacation.2 She learned how to dive when she was on vacation.3 He rode a roller coaster when he was on vacation.4 She read a lot of books when she was on vacation.5 He won a competition when he was on vacation.6 She slept late when she was on vacation.

4 Students practice the pattern on their own, using their books.

D Listen, ask, and answer Then practice.

1 Introduce the new pattern: What did she do when

she was on vacation? She acted in a play.

2 Direct students to the second grammar box on page 5 3 Play Class CD1 Track 09 Students listen, ask, and

answer along with the CD.

What did she do when she was on vacation? She acted in a play.

1 What did she do when she was on vacation? She acted in a play.

2 What did he do when he was on vacation? He slept late.

3 What did she do when she was on vacation? She won a competition.

4 What did he do when he was on vacation? He learned how to dive.

5 What did she do when she was on vacation? She rode a roller coaster.

6 What did he do when he was on vacation? He read a lot of books.

4 Students practice in pairs, using their books.

E Look at B Point, ask, and answer.

Student pairs look at the big picture in Activity B, point to the characters, and practice asking and answering with the language pattern in the speech

bubbles: What did she do when she was on vacation?

She read a lot of books Students should use all of the

new vocabulary.

Communication/Creativity: Direct students’

attention to the Everybody Up Friend Students use communication skills to ask and answer with a

partner What did you do on your last vacation? Then

students create a skit about a vacation that involved three or four activities.

• Buzzers (Teacher’s Book pages 28–31) Say a

verb in present tense (sleep) Students make a statement in past tense: He slept late when he was

on vacation.

Extra Practice

Student Audio CD Tracks 05–07iTools

Online Practice

08

09

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Lesson 2 Feelings

A

B 1 relaxed 4 shy 2 nervous 5 wide-awake 3 confident 6 sleepy

I felt relaxed, but he felt nervous.

135246confidentrelaxednervousshysleepywide-awake08096 Unit 14106009_EU_SB5.indb 612/22/15 12:29 PM

C

Listen Then answer the questions. 13

D

1 How did Brook feel when she rode a roller coaster?a She felt nervous.b She felt relaxed.c She felt wide-awake.2 How did Ben feel about the

competition?a He felt shy.b He felt confident.c He felt relaxed.

3 How did the girl feel when she went to swimming class?a She felt sleepy.b She felt wide-awake.c She felt nervous.4 How did Will feel when he

acted in a play?a He felt sleepy.b He felt confident.c He felt shy.

How did you feel when you learned how to do

something new? Tell a story.

What about you? Ask and answer.

E

1 Do you feel relaxed when you ride a roller coaster?2 When do you feel confident?3 How do you feel when you meet new people?4 Talk about something you learned how to do this year.

How did you feel when you rode a roller coaster? I felt relaxed, but she felt nervous.

145236107Lesson 24106009_EU_SB5.indb 712/22/15 12:29 PMObjectives

• Talking about feelings

Grammar

• Simple past tense statements with but I felt relaxed, but he felt nervous.• Simple past tense questions with how How did you feel when you rode a roller

coaster?

I felt relaxed, but she felt nervous

Vocabulary

Feelings: relaxed, nervous, confident, shy, wide-awake, sleepy

Materials

Warm up

1 Greet the class Students greet their classmates

and ask, Hi What did you do last night?

2 Review the language from Unit 1, Lesson 1

Have students ask and answer What did you do

on your last vacation?

3 Down the Line (Teacher’s Book pages 28–31)

Review Unit 1, Lesson 1 verbs Write the six new verbs on the board in present tense A student from each team uses one of the verbs in

the past tense (She read a lot of books when she

was on vacation)

A Listen, point, and say.

1 Introduce the new words Write each word on the board and help students to understand it.

2 Do a Rhythm Circle (Teacher’s Book pages 28–31)

with the new vocabulary words Students add facial expressions and gestures related to the words 3 Play Class CD1 Track 10 Students listen, point, and

say along with the CD

1 relaxed 2 nervous 3 confident

4 shy 5 wide-awake 6 sleepy

4 Students practice saying the words, using their books.

B Listen and say Then practice.

1 Introduce the new pattern: I felt relaxed, but he felt

nervous Explain that the word but introduces a

second phrase whose meaning is opposite to the first.2 Direct students’ attention to the grammar box on

page 6 Explain that the new vocabulary words are all adjectives that come after the past tense

noun felt

3 Play Class CD1 Track 11 Students listen and say along with the CD.

I felt relaxed, but he felt nervous.1 I felt relaxed, but he felt nervous.2 I felt nervous, but she felt relaxed.3 I felt confident, but she felt shy.4 I felt shy, but he felt confident.5 I felt wide-awake, but he felt sleepy.6 I felt sleepy, but she felt wide-awake.

4 Students practice the pattern, using their books.

10

11

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C Listen, ask, and answer Then practice.

1 Introduce the new pattern: How did you feel when you

rode a roller coaster? I felt relaxed, but she felt nervous.

2 Direct students to the grammar box on page 7, then play Class CD1 Track 12 Students listen, ask, and answer along with the CD.

How did you feel when you rode a roller coaster? I felt relaxed, but she felt nervous.

1 How did you feel when you rode a roller coaster? I felt relaxed, but she felt nervous.

2 How did you feel when you rode a roller coaster? I felt nervous, but he felt relaxed.

3 How did you feel when you learned how to dive? I felt wide-awake, but she felt sleepy.

4 How did you feel when you learned how to dive? I felt sleepy, but he felt wide-awake.

5 How did you feel when you acted in a play? I felt confident, but he felt shy.

6 How did you feel when you acted in a play? I felt shy, but she felt confident.

3 Students practice in pairs, using their books.

D Listen Then answer the questions

1 Have students read the questions and answers on their own

2 Play Class CD1 Track 13 Students listen along with the CD and circle the answers.

1 What did you do on vacation, Brook?

I went to the amusement park with my sister We rode a roller coaster.

How did you feel?

I felt nervous, but my sister felt relaxed.How did Brook feel when she rode a roller coaster?2 Ben took pictures for a photography competition He

felt confident he could win His favorite picture won the competition!

How did Ben feel about the competition?3 Hi Beth! Hi Max! How was swimming class?

It was great! I felt wide-awake.How did you feel, Beth?I felt sleepy I stayed up too late.

How did the girl feel when she went to swimming class?4 Kelly and Will acted in a play Kelly felt confident, but

Will felt shy.

How did Will feel when he acted in a play?

3 Play the CD again and have students check their answers.

Answer Key1 She felt nervous.3 She felt sleepy.

2 He felt confident.4 He felt shy.

E What about you?

Ask and answer.

1 Read each question aloud with the class 2 In pairs, students ask and answer the questions

Encourage students to speak in complete sentences and to continue the conversation beyond the questions

Possible Answers

1 No I feel nervous when I ride a roller coaster.2 I feel confident when I play soccer.

3 I feel shy when I meet new people.

4 I learned how to give a speech this year First, I felt shy

Then, I felt confident.

Communication/Collaboration: Direct students’

attention to the Everybody Up Friend In small groups, students use communication skills to take turns asking each other questions about learning something new Then have students collaborate by making short skits where they act out the event

• Toss and Tell (Teacher’s Book pages 28–31)

Start by tossing a beanbag to S1 and saying, I felt

awake S1 says: I felt shy, but (she) felt wide-awake S2 says I felt nervous, but (she) felt shy

• Brainstorm (Teacher’s Book pages 28–31)

Students play in small groups For each feelings

vocabulary word, students list situations where they would feel that emotion For example:

nervous taking a test, speaking English.

Extra Practice

Trang 38

Lesson 3 Reading

Talk about the story Then listen and read. 14

A

Mike and Julie are at the beach on Saturday morning It’s hot and sunny Julie is swimming in the water when she sees a woman giving surfing lessons.

“Mom, can I take a surfing lesson?” asks Julie.“Sure,” says her mom “You and Mike can take one together.”

Julie runs over to Mike.“Come on, Mike,” she says “Let’s learn how

to surf!”

Julie is confident, but Mike is shy He’s afraid of the water He feels nervous about surfing.“No, thanks,” says Mike “I’d rather play

video games.”

Julie wants Mike to relax and have fun, but she can’t make him go in the water Just then, they hear a loud beep The screen on Mike’s game is black, and the battery is dead.

“Oh, no!” says Mike “My game!”“Come surfing, Mike,” says Julie “You can do it!”

Mike looks at the water and feels more confident They go surfing and have a great time Mike is really good at surfing!

The Surfing Lesson

Be brave.

Value

Value8 Unit 1

4106009_EU_SB5.indb 812/22/15 12:29 PM

Read and circle.

B

Sing. 15

C

No, thanks I’d rather play video games.Sounds fun I’m tired of playing video games.Come on! Let’s learn how to surf.

Great!OK.1 Julie is afraid of the water True False2 Mike is nervous about playing video games True False3 Mike is good at surfing True False4 Julie wants to take a surfing lesson True False

Listen and say Then act. 16

D

Look at the pictures How does Mike feel when he goes surfing?

Come on, come on.Let’s learn how to surf Sounds fun! Good idea I’m tired of playing video games Let me get my swimsuit.Let’s learn how to surf.Come on, come on.Let’s learn how to surf

Come on, come on.Let’s learn how to ski No, thanks I’m sorry I’d rather play video games.Come on, you can do it!Let’s learn how to ski OK, OK.Let’s learn how to ski.

Let’s Learn How to Surf

11

9

Lesson 3

4106009_EU_SB5.indb 912/22/15 12:29 PM

Objectives

• Trying new things

Vocabulary

Story: afraid, video games, screen, battery is dead

Conversation

• Come on! Let’s learn how to surf No, thanks I’d rather play video games OK.

• Come on! Let’s learn how to surf.

Sounds fun I’m tired of playing video games Great!

Value

Be brave.

Materials

Warm up

1 Greet the class Then start a conversation chain

by asking S1 What did you do last night? S1

answers, and then S1 asks S2, and so on.2 Review the language from Unit 1, Lesson 2:

How did you feel when you learned how to do something new? Students practice with their

classmates.

3 Review Unit 1, Lessons 1 and 2 vocabulary

Write the feelings words from Lesson 2 on the

board Use an activity phrase from Lesson 1

and ask S1 How did you feel when you (acted in

the play)? S1 answers, I felt (nervous) Ask S2 a

different question

A Talk about the story Then listen and read

See Teaching Stories, Teacher’s Book page 25.

1 Students look at the pictures and talk about what they see Ask students to say what they think will happen in the story Have students explain what

they think the title The Surfing Lesson means.2 Direct students’ attention to the value, Be brave and

discuss what this means Ask if students can think of other examples of this value Play the track again.

3 Introduce the new words Write each word on the board Have students guess the meanings of the words from the context and compare their answers with a partner Check answers with the class.4 Play Class CD1 Track 14 Students listen and read

the story along with the CD.

5 Read the story aloud with the students Then

direct students’ attention to the value Be brave and

discuss what this means Ask if students can think of other examples of this value Play the track again Students listen and read along.

6 Have students work in pairs Students take turns retelling the story to each other and the class.

B Read and circle.

1 Students read each statement and circle True if the statement is correct and False if it is incorrect

2 Read each sentence aloud with the class Students can answer orally or write the answers in their notebooks.

Answer Key1 False3 True

2 False4 True

Trang 39

C Sing.

See Teaching Songs, Teacher’s Book page 25.

1 Read the song lyrics with the students.

2 Play Class CD1 Track 15 Students listen and sing along with the CD.

Let’s Learn How to Surf

Come on, come on.Let’s learn how to surf.Sounds fun! Good idea.

I’m tired of playing video games.Let me get my swimsuit.Let’s learn how to surf.Come on, come on.Let’s learn how to surf.Come on, come on.Let’s learn how to surf.Come on, come on.Let’s learn how to ski.No thanks I’m sorry.I’d rather play video games.Come on, you can do it!Let’s learn how to ski.OK, OK.

Let’s learn how to ski.OK, OK.

Let’s learn how to ski.

3 Students sing the song again, adding appropriate gestures as they sing.

4 Divide the class into two groups Assign different parts of the song to each group to sing Then switch roles.

D Listen and say Then act

See Teaching Conversations, Teacher’s Book page 25.

1 Students read and act out the conversations in the speech bubbles.

2 Play Class CD1 Track 16 Students listen and say with the CD

Come on! Let’s learn how to surf.No, thanks I’d rather play video games.OK.

Come on! Let’s learn how to surf.

Sounds fun I’m tired of playing video games.Great!

3 Student pairs rehearse and act out each conversation, using facial expressions and gestures related to the situations in the conversations Switch roles

Critical Thinking/Collaboration: Direct students’

attention to the Everybody Up Friend Students in pairs use critical thinking skills to look at the story

in A and answer the question How does Mike feel

when he goes surfing? (First he feels nervous Then he feels confident.) Then they take turns asking and

answering the question Divide students in small groups to use collaboration skills and act out one of the stories

• Finish the Story (Teacher’s Book pages 28–31)

Copy the story on page 16, leaving some words blank Give a copy to each student Slowly read the story aloud Students listen and write in the missing words.

• Order the Text (Teacher’s Book pages 28–31)

Write out the key sentences from the story on strips of paper Prepare a set of strips for each student Read the story aloud Then distribute the sets and have students put them in order.

• Who Wrote It? (Teacher’s Book pages 28–31)

Students write a sentence about a time they were or weren’t brave on a piece of paper Students can be truthful or make up silly things, for example,

I was nervous during the test today or I was confident when I saw the lion Then, working in

small groups, students try to guess who wrote each sentence

Extra Practice

Workbook pages 8–9Student Audio CD Track 11Unit 1, Lesson 3 Worksheet iTools

Online Practice

15

16

Trang 40

Lesson 4 Travel and Trade

Listen and read. 18

C

B

Watch the video

A 1 silk 4 ruler 2 goods 5 return 3 difficult 6 become famousKublai KhanMarco Polo

Marco Polo and the Silk Road

The Silk Road is over 2,000 years old and 6,000 kilometers long It goes across Europe and Asia Many people traveled on this road to buy and sell silk and othergoods.

Marco Polo started his travels on the Silk Road when he was 17, in the year 1271 He traveled from Italy to China The trip was difficult and it took three years When he was 21, Marco met theruler of China, Kublai Khan Marco lived in

China for the next 17 years.Marco returnedto Italy when he was 41 He met the writer Rustichello, who wrote a book

called The Travels of Marco Polo Many

people read this book, and Marco

became famous Marco lived to the

age of 70 12SocialStudies10Unit 14106009_EU_SB5.indb 1012/22/15 12:30 PMItalyChina

1 In what year did you start school? 2 What countries do you want to travel to? 3 What do you want to do in those countries?

What about you? Ask and answer G

Look at the poster Talk about it.H

Marco Polo’s Travels

Fill in the chart.

DE

Look at E Ask and answer.D

F

Answer the questions.

D

1 How old is the Silk Road? 2 How many years did Marco Polo live in China? 3 How many years did Marco Polo travel on the Silk Road? 4 How long is the Silk Road?

What did Marco do when he was 21?What did Marco

do in 1271?Silk Road from Italy to China.He started his travels on the

Event Year Marco’s age

Marco started his travels on the Silk Road from Italy to China.l 2 7 ll 7

Marco met the ruler of China, Kublai Khan.Marco left China after 17 years there.Marco returned to Italy.

Watch the video What types of goods

did people buy and sell on the Silk Road? Make a list.

Scan the reading for numbers.SkillsTip11Lesson 44106009_EU_SB5.indb 1112/22/15 12:30 PMObjectives

• Talking about the life of Marco Polo and the Silk Road

Grammar

• Simple past tense questions with what What did Marco Polo do when he was 17? He traveled on the Silk Road.

Vocabulary

Travel and trade: silk, goods, difficult, ruler, return, become famous

Materials

Class CD1 Tracks 17–18; Unit 1 Video and Poster, Travel and Trade

School Subject Connection: Social Studies

Lesson 4 is a cross-curricular lesson with a connection to social studies Ask students to tell you about their social studies classes If possible, invite a social studies teacher to visit the class to talk about the importance of trade in history

Warm up

1 Greet the class Then ask a few individual

students How were you brave yesterday? Next,

students greet their classmates and ask how they were brave.

2 Sing Let’s Learn How to Surf (Class CD1 Track 16).

A Watch the video.

See Teaching with Videos, Teacher’s Book page 26.

Before you watch: Tell the class they’re going to watch

a video about a famous road in Asia that was used for trade for two thousand years Have students look at the pictures and the map on pages 10–11 Have them talk about what they see Explain what and where the Silk Road is or have students research it Ask students what they might see in the video.

1 Play the video See Video Scripts on Teacher’s Book pages 116–118 for reference.

2 Play the video again Pause the video and ask students questions about what they saw Encourage them to use complete sentences to practice simple

past tense questions with What and How: How did

people travel? What was Beijing called?, etc.

B Listen, point, and say.

1 Introduce the new words Write each word or phrase on the board and help students to understand it.

2 Play Class CD1 Track 17 Students listen, point to the words, and say along with the CD.

1 silk 2 goods 3 difficult

4 ruler 5 return 6 become famous

3 Students practice saying the new vocabulary on their own, using their books.

C Listen and read.

1 Students look at the pictures and talk about what they see Students read the title and say what they think the story will be about.

2 Students find the new words in the text and point to them Have students talk about the meaning of the words in the context of the reading

StudiesSocial

17

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